A COMPARATIVE STUDY USING SUGGESTOPEDIA AND JIGSAW IN TEACHING SPEAKING SKILL
A Manuscript
Submitted in partial fulfillment of the requirements For the degree of Sarjana Pendidikan in English
By
Retno Siwi Suciati F2B013005
ENGLISH EDUCATION DEPARTMENT
FACULTY OF FOREIGN LANGUAGE AND CULTURE MUHAMMADIYAH UNIVERSITY OF SEMARANG
APPROVAL
A Manuscript of final project entitled “A Comparative Study Using Suggestopedia and Jigsaw Method in Teaching Speaking Skill” has been approved by the both advisors in February 2018.
Advisor I
MuhimatulIfadah, S.Pd, M.Pd
NIK.28.6.1026.182
Advisor II
Dr. DodiMulyadiS.Pd, M.Pd
A COMPARATIVE STUDY USING SUGGESTOPEDIA AND JIGSAW IN TEACHING SPEAKING SKILL
Suciati Retno Siwi1, Ifadah Muhimatul2, Mulyadi Dodi3
English Education Department University of Muhammadiyah Semarang Jl. Kedungmundu Raya No. 18 Semarang
ABSTRACT
RetnoSiwiSuciati. 2018. A Comparative Study Using Suggestopedia and Jigsaw in Teaching Speaking Skill. Final Project. English Education Department, Faculty of Foreign Language and Culture, University of Muhammadiyah Semarang. Advisor 1:
MuhimatulIfadah, S.Pd, M.Pd; Advisor 2: Dr. DodiMulyadi,M.Pd.
Keywords: Speaking Skill, Suggestopedia, Jigsaw
INTRODUCTION
1.1 Background of the Study
In learning English, speaking is very important aspect because the main goal of learning English is to be able to communicate by using the target language correctly. Therefore, if people want to have good communication skill, then people have to master the target language. As said by Zusana (374: 2014), communication is a fundamental aspect in learning English. In a good communication, people have to master the target language, either in written or spoken language. A foreign language program is aimed to develop the students’ skill such as speaking and writing, while giving the cultural knowledge of which the language is a part of it. In this case, I conduct a studyto know the enhancement of Suggestopedia and Jigsaw method on students’ speaking skill to junior high school in SMP N 17 Semarang. Based on my previous observation it showed that the students has difficulties to speak English. The students’ difficulty in speaking is indicated bythe questionnaire that given in the previous observation.
issues that arise when I conducted the study, I tried to find the appropriate method to Speaking is difficult for students since they are commonly shy and afraid to make mistake in speaking English. This is `especially noticeable when I observed the teaching process in the classroom. When teacher ask a question to the students to express their opinions, the students looked unconfident and difficult to express their opinion in English. Based on Islamawati (2011: 23), one speaking problems that face by the students occurred because they worried about making mistake and receiving critic in front of the class. Therefore, based on some of issues that arise when I conducted the study, I tried to find the appropriate method to improve the students’ speaking skill. After find some methods that have been used in English language
Therefore, based on some of improve the students’ speaking skill. After find some methods that have been used in English language teaching, I decided to use the Suggestopediaand Jigsaw method that applied in classroom teaching. I hope that Suggestopedia and Jigsaw method can give positive effects to improve the students’ speaking skill. From the observation, I interested in conducting a study entitled "A Comparative Study Using Suggestopedia and Jigsaw in Teaching Speaking Skill” in SMP N 17 Semarang.
1.2Reason for Choosing the Topic
I choose a topic “A Comparative Study Using Suggestopedia and Jigsaw in Teaching Speaking Skill” for some reasons:
1. The students has some problems when speaking English. The problems such as the difficulty to express their ideas orally in front of the class, worried
about making mistakes, nervous, and feel anxious.
2. In teaching English especially in speaking, the teacher does not use the interesting methods to establish interesting the teaching process.
1.3Statement of the Problem
1.Is there any enhancement on students’ speaking skill after receiving Suggestopedia and Jigsaw method?
2.Is there any significant difference between Suggestopedia and Jigsaw method on students’ speaking skill?
3.How do students respond toward Suggestopedia and Jigsaw method?
1.4The Objective of the Study
1. To know whetherSuggestopedia and Jigsaw can increase students’ speaking skill.
3. To find out the students’ responses toward Suggestopedia and Jigsaw method.
1.5Significance of the Study
1. For the students, it is expected to demonstrate an enjoyable and interesting teaching and learning process using Suggestopedia and Jigsaw method.
2. For the teacher, this research can used as alternative method in teaching speaking.
3. For the reader, it is expected that the research is able to widen the knowledge about enhancement the students’ speaking.
RESEARCH METHODOLOGY 1. Research Design
In the research design, I use true experimental research design. I choose this method because there are pre-test and post-test design of the true experimental that could be described as follows:
Arikunto (2006: 85) cited in Jusman (2014: 3)
Where:
E : Experimental class C : Control class
𝑂1 : Pre-test for experimental class 𝑂2 : Post-test for experimental class 𝑂1 : Pre-test for control class 𝑂2 : Post-test for control class
E = 𝑶𝟏 𝑿𝟏 𝑶𝟐
X: Treatment
2. Population and Sample a. Population
The population of the research was eight grade of SMP N 17 Semarang in the academic year 2017/2018. There were three classes and each class consisted of 36 students.
b. Sample
The sample of this study was random sampling method. I took the sampling based on the same value in order to be easy in comparing both of them. I
decided three classes, VIII F as a experiment, VIII G as a control class, VIII B as a try out class.
3. Method and Instrument of Data Collection
The research instrument is a tool to collect data and information from a problem. According to Saleh (2008: 30), the research instrument is a tool used to collect data from a problem. This study used the test as a method of data collection.
a) Interview
The interview aims to obtain data in the form of opinions from correspondent who developed by me in the research analysis. I interview of eight grade students in SMPN 17 Semarang about questions related to the research.
b) Test
In this research both of the class, VIII F as the experimental class and VIII G as the control classwere given the test as pre-test and post-test. In the pre-test and post-test, there were 64 students joining. Both of them were control group and
c) Questionnaire
The aim of questionnaire is to collecting data if the steps follow the rule that is given. There are two types of questions which are used in questionnaire, they are open-ended and ended questions. In this research, I use the open and close-ended questions.
a) Documentation
In this research, I use documentation they were names of students, students’ questionnaire response, and lesson plan, calculation of validity and reliability, and
picture when they are doing pretest and posttest. This documentation aimed to make the video documentation for adding the data collecting.
4. Data Analysis
The purpose of the data analysis by Usman and Purnomo (2008 : 35) is to show any data that still needs to be sought, the hypothesis of what needs to be tested, what questions need to be answered, what methods should be used to acquire new information, and any errors that should be corrected immediately. So with the purpose of the analysis of these data, researchers were able to answer or find answers to questions that arise on a situation or problem that is encountered. In this section, I would do if the data of the information that has been obtained in the field. Here is a formula for the data calculation:
(Arikunto, 2006: 307)
Where:
x
= Mean of pre-testX = Data Value
𝑀𝑑 = Mean of deviation N = Number of subject
1. Validity of the test
Validity test is a test which is conducted to measure the accuracy of an instrument. Validity reflects the precision and accuracy of a test instrument that serves as a measurement of learning outcomes Amalia&Widayati (2012: 5). Here is the formula product moment correlation coefficient;
𝑟
𝑥𝑦=
√(𝑛 ∑ 𝑥𝑖𝑛 ∑ 𝑥𝑖𝑦𝑖−(∑ 𝑥𝑖 )(∑ 𝑦𝑖 )2−(𝑥𝑖)2 )(𝑛 ∑ 2𝑦𝑖 −(𝑦𝑖2) )𝑟𝑥𝑦= (36 . 113804)–(1388 .2862)
√({36 . 55808) − (1388)2}{(36. 234156) − (2862)2}
𝑟𝑥𝑦= 4096944 − 3972456
√({2009088 − 1926544}{8429616 − 8191044}
𝑟𝑥𝑦= 124488 √(82544)(238572)
𝑟𝑥𝑦 = √19692687168 124488
𝑟𝑥𝑦= 140330.63124488
𝑟𝑥𝑦 = 0.887
Based on the result above, it was obtained that 𝑟𝑥𝑦 = 0.887, then it was compared
with 𝑟𝑡𝑎𝑏𝑙𝑒 with N = 36 at level of significance was 𝛼 = 5% was obtained 𝑟𝑡𝑎𝑏𝑙𝑒 =
0.329. Because the result of 𝑟𝑎𝑟𝑖𝑡ℎ𝑚𝑎𝑡𝑖𝑐 > 𝑟𝑡𝑎𝑏𝑙𝑒, so the question which tested was valid to be used in the research.
2.Reliability of the Test
pretest, posttest, and the question. To avoid the subjectivity, in analysis of the data had been scored by two raters. I use formula to calculate the result of reliability of the question. The formula as follow:
3. Difficulty Level of the Test
In analyzing of difficulty level, I used formula to calculate the result difficulty level of the test. The formula as follow:
P = 𝐵 𝐽𝑆 =
19,77
56 = 0.688
Each question of the test had levels of difficulty in completing it, then it was needed the criteria as a measurement of the level of difficulty in the test.
5. Research Findings
experimental and control class. The experimental class was taught using Suggestopedia method, while the control class used Jigsaw method.
The research entitled, “A Comparative Study Using Suggestopedia and Jigsaw in Teaching Speaking Skill” there are pre-test, post-test, and questionnaire conducted in experiment and control class. The purpose of giving pre-test and post-test was to find out the students’ achievement in English speaking skill before and after being given a treatment by the teacher. In determining an experimental and control class, I use simple random sampling, and I used VIII F as experiment class and VIII G as control
class.
CONCLUSION AND SUGGESTIONS 1. Conclusion
After I conducted the research at eight grade students of SMP N 17 Semarang, I concludes:
1. The result of students speaking taught using Suggestopedia in experimental class and Jigsaw in control class had the same enhancement.
2. Teaching speaking using Suggestopedia can increase students speaking component such as vocabulary and comprehension. Meanwhile, teaching speaking using Jigsaw can make students more active to discuss in group. 3. The method help teacher in teaching English especially in teaching speaking
but also depend on the teacher’s strategy.
2. Suggestion
In this research, the researcher would like to give some suggestions in teaching speaking using Suggestopediaand Jigsaw method.
1. The teacher can use Suggestopedia and Jigsaw method in teaching speaking and they can practice to speak English more active than before.It is necessary
available time in order to make the learning process as the efficient as possible.
2. The teacher should monitor the students’ progress of pronunciation and intonation when they are being involved in the learning activity in both of method. The teacher also should discuss with the students in the last activity on Suggestopedia and Jigsaw method in order to make sure about the material that have been done.
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